Biggs & Tang (2011) Teaching for Quality Learning at University (4th edition) Open University Press. Maidenhead.¿
Cannon and Newble (2002) A handbook for teachers in universities and colleges, Kogan Page, chapters 1-2
Moon, J. (2001) Short Courses and Workshops (London, Kogan Page)
Powell, S. (2003) Special Teaching in Higher Education: Successful Strategies for Access and Inclusion (London, Kogan Page)
Ramsden (2003) Learning to Teach in Higher Education (2nd edition), Routledge.
A selection of topical articles from the Guardian and the Times Higher Educational Supplement will also be used throughout the course

University library for a range of learning and teaching texts and journals
Internet access enabling access to relevant websites

This module will be delivered through:
1. Either a series of 9 x 2 hour structured workshops which will be delivered on a weekly basis or over 3 full days comprising of 9 x 2 hour distinct learning encounters. The workshops will include a variety of teaching and learning methods, including presentations by experienced practitioners, large and small group discussions, case studies and task-centred investigations. There will be a strong emphasis on activity focused learning and participation.
2. Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self assessments.

This module aims to provide a contextual basis for members of staff to understand learning in order for them to work effectively with students. It provides an opportunity for staff to develop their own knowledge and skills through discussion with practitioners and engage in on-going critical reflection on their own developing practice. After an initial review of selected models and theories on learning, the module explores individual student characteristics and the social, physical and psychological issues which affect individual learners in the context of higher and professional education. The dynamic nature of staff roles is explored and the need to adopt both a partnership and a student-centred approach to supporting student learning is discussed.

The assessment for this module is in 2 parts:
1. A 2, 000 word assignment. This should be a reflective account based on a study of student learning drawn from the member of staff's own experience. The assignment should not only show evidence of attempting to understand complex situations by evaluating both theory and practice but also a willingness to learn from experience and improve own practice
(Learning outcomes 1,2 and 3)
2. A 500 word self assessment of own CPD needs relating to supporting student learning.
(Learning outcome 4)